MTSS Overview Building a foundational understanding MTSS involves

MTSS Overview: Building a foundational understanding.

• MTSS involves the systematic use of multisource assessment data to most efficiently allocate resources and improve learning for all students, through integrated academic and behavioral supports. • To ensure efficient use of resources, begin with the identification of trends and patterns using school-wide and grade-level data. • Students who need intervention beyond what is provided universally for positive behavior or academic content areas are provided with targeted, supplemental interventions delivered individually or in small groups at increasing levels of intensity. • MTSS is characterized by a continuum of integrated academic and behavior supports reflecting the need for students to have fluid access to instruction and supports of varying intensity levels.

• Highly effective personnel deliver scientific, researchbased instruction and evidence-based practices. • Evidence-based curriculum and instructional approaches have a high probability of success for most students. • Instruction is differentiated to meet individual learning needs. Foundational Beliefs

Reliable, valid, and instructionally relevant assessments include the following: • Screening Measures • Ex: Fast. Bridge’s a. Reading, early. Reading, a. Math, early. Math & SAEBRS (1 st administration) • Diagnostic Measures • Ex: Fast. Bridge’s a. Reading & a. Math reports summarize students’ proficiencies with specific skills • Progress Monitoring Measures • Ex: Fast. Bridge’s a. Reading, early. Reading, CBM Reading, a. Math, early. Math, CBM Math • Formative Measures • Ex: Tasks from FLDOE’s ELA Formative Assessment System (ELFAS) & Mathematics Formative Assessment System (MFAS); Formative Assessments in Performance Matters from Research & Accountability • Summative (Outcome) Measures • Ex: Fast. Bridge’s a. Reading & a. Math (final administration window); FSA Foundational Beliefs

• Ongoing, systematic planning/problem solving is consistently used by teams including parents and educators, from enrollment to graduation for all students, to make decisions across a continuum of student needs. • Student response to instruction/intervention (Rt. I) data are used to guide meaningful decision making. • Job embedded, on-going, professional development and follow-up coaching with modeling are provided to ensure effective instruction at all levels. • Actively engaged administrative leadership for data-based decision making is inherent to the school culture. • All students and their parent(s) are engaged in one proactive and seamless educational system. Foundational Beliefs

• Students who are at-risk for school failure before they fall behind and fail. (Prevention) • Students who are behind, but not so far behind that reasonable measures cannot be used to close the gap and catch them up. (Early Intervention) • Students who are significantly behind for whom intensive interventions are necessary and for whom a regular education experience is probably not likely if we hope to catch them up in reading and math. (Intensive Intervention) • Students who are at or above benchmark require intervention in order to accelerate their growth and ensure continuous progress. Who benefits from MTSS?

Myth: • This too will pass; MTSS will go away soon if we just ignore it. Truth: • MTSS is not a program or initiative, but rather an overarching framework for academic and behavioral instruction and intervention. It is not going away because it is a necessary and logical way of doing business in these times of accountability for meeting the needs of all students and limited resources available to do so. Problem solving, including the 4 th step of Rt. I, and other components of MTSS have been referred to in federal guidelines, such as the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA) of 2004, which all states must adhere to. Myths and Truths

Myth: • MTSS is just for problem students or struggling learners. Truth: • MTSS is intended to help students receive the level of supports needed to ensure academic and behavioral success. Students will vary as to the amount of supports they need in different areas to be successful in school. Operating within an MTSS framework is a method to ensure that instruction is effectively meeting the needs of all students. Myths and Truths

Myth: • Family cannot be included in MTSS. Truth: • Families are needed to participate in all educational activities included in an MTSS framework, especially decisions regarding a students’ response to intervention (Rt. I) and any resulting adjustments to instruction/interventions. Families contribute valuable insight and information regarding their individual child’s academic and behavioral needs as well as unique perspectives regarding school wide issues. Including families as engaged team members results in more effective planning and problem solving. Myths and Truths

Planning/Problem Solving

Three Tiers of Support

Next time… Tier 1: Building a Strong Core